Search results for author:"Mark Stevens"
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Journal of Online Learning Research Vol. 2, No. 3 (December 2016) pp. 227–246
Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students? reasons for failing an online course are complex and students may require a high level of teacher support to be...
Journal of Online Learning Research Vol. 2, No. 4 (2016) pp. 447–473
In blended learning models, students do part of their coursework online and part in small groups with teachers in classrooms. The presence (teaching, cognitive, social) that teachers need to assert in blended environments has been the subject of...
Journal of Online Learning Research Vol. 2, No. 1 (April 2016) pp. 3–22
As K-12 online programs mature, it is increasingly important that they work to retain their effective teachers. However, there is little research that had examined teacher satisfaction in K-12 online learning environments. Our analysis of 22...
British Journal of Educational Technology Vol. 48, No. 5 (September 2017) pp. 1119–1130
Efforts to identify K-12 online instructional best practices and standards have been limited because they largely ignored students’ voice—the primary stakeholder in any educational context. In this case study, we conducted 20 interviews among 10...
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 648–669
Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their learning pace and path. As a result, blended learning...
Journal of Asynchronous Learning Networks Vol. 19, No. 5 (2015) pp. 69–91
As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students' learning. Researchers have hypothesized that parental engagement is even more critical when online students learn...